Textbook Adoption Evaluation Rubric - Pearson Education
|Textbook Adoption Evaluation Rubric |
| |
|Name of Reviewer ____________________________________School/ _______________________Date ____________________ |
|Name of Curriculum Materials __________________________________________________________Grade Level(s) ___________ |
|Rubric for answering questions about Overarching Considerations: |
|Not Found (N) - The curriculum materials do not support this element. |
|Low (L) - The curriculum materials contain limited support for this element, but the support is not embedded or consistently present within or across grades. |
|Medium (M) - The curriculum materials contain support for this element, but it is not always embedded or consistently present within or across grades. |
|High (H) - The curriculum materials contain embedded support for this element so that it is consistently present within and across grades. |
|Questions about Overarching Considerations |See Rubric |Comments/Examples |
|To what extent do the materials: |N-L-M-H | |
|Provide alignment with the Common Core Standards | | |
|Provide teachers with strategies for meeting the needs of a range of learners? | | |
|Provide instructional support to help teachers sequence or scaffold lessons so that students move from what | | |
|they know to what they do not know? | | |
|Provide opportunities for teachers to use a variety of grouping strategies? | | |
|Embed tasks with multiple entry-points that can be solved using a variety of solution strategies or | | |
|representations? | | |
|Support the development of students’ mathematical understanding? | | |
|Support the development of students’ proficiency with procedural skills? | | |
|Assist students in building connections between mathematical understanding and procedural skills? | | |
|Do student activities build on each other within and across grades in a logical way that supports mathematical | | |
|understanding/procedural skills? | | |
|Provide opportunities to use reading, writing, and speaking in mathematics lessons. | | |
|Encourage teachers to draw on multiple resources such as objects, drawings, and graphs to facilitate learning? | | |
|Provide opportunities for teacher and students to connect mathematics to other subject areas? | | |
|Provide both individual and collective opportunities for students to learn using mathematical tasks with a | | |
|range of challenge? | | |
|Provide opportunities for advanced students to investigate mathematics content at greater depth? | | |
| | | |
|Assessment |N-L-M-H | |
|To what extent do accompanying assessments of student learning (such as homework, observation checklists, | | |
|portfolio recommendations, extended tasks, tests, and quizzes) provide evidence regarding students’ | | |
|proficiency? | | |
|Provide strategies for gathering information about students’ prior knowledge and background? | | |
|Provide strategies for teachers to identify common student errors and misconceptions? | | |
|Assess students at a variety of knowledge levels (e.g., memorization, understanding, reasoning, problem | | |
|solving)? | | |
|Encourage students to monitor their own progress? | | |
|Provide opportunities for ongoing review and practice with feedback related to learning concepts, and skills. | | |
|Provide support for a varied system of on-going formative and summative assessment (formal or informal | | |
|observations, interviews, surveys, performance assessments, target problems)? | | |
| | | |
|Technology |N-L-M-H | |
|Integrate technology such as interactive tools, virtual manipulatives/objects, and dynamic mathematics software| | |
|in ways that engage students. | | |
|Include or reference technology that provides opportunities for teachers and/or students to communicate with | | |
|each other (e.g. websites, discussion groups, webinars)? | | |
|Include opportunities to assess student mathematical understandings and knowledge of procedural skills using | | |
|technology? | | |
|Include or reference technology that provides teachers additional tasks for students? | | |
|Include teacher guidance for the mindful use of embedded technology to support and enhance student learning? | | |
| |How many ‘H’s were | |
|Overall Evaluation |there? | |
| |_____ | |
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